The Blended Course Design Workbook
A Practical Guide

Paper: 978 1 62036 436 9 / $30.00
Published: November 2016  

Cloth: 978 1 62036 435 2 / $95.00
Published: November 2016  

Lib E-Book: 978 1 62036 437 6 / $95.00  
About Library E-Book

Published: November 2016  

E-Book: 978 1 62036 438 3 / $23.99
Published: November 2016  

Publisher: Stylus Publishing
224 pp., 8 1/2" x 11"
figures & tables
Blended (also called hybrid) classrooms, in which face-to-face interaction is intentionally combined with online activities to aid student learning, are becoming more and more common. Most recently, “flipped” classrooms have become a popular method for teaching because more time for active learning in-class can be gained by moving content delivery such as lecture to outside-of-class homework using technology tools such as video or lecture capture. The blended model is proving to be an environment that provides more self-directed, technology-mediated learning experiences for students who will be incorporating technology more and more into their professional lives post-college.

The Blended Course Design Workbook meets the need for a user-friendly resource that provides faculty members and administrators with instructions, activities, tools, templates, and deadlines to guide them through the process of revising their traditional face-to-face course into a blended format.

Providing a step-by-step course design process that emphasizes active learning and student engagement, this book will help instructors adapt traditional face-to-face courses to a blended environment by guiding them through the development of course goals and learning objectives, assignments, assessments, and student support mechanisms with technology integration in mind. It will also help instructors choose the right technologies based on an instructor’s comfort level with technology and their specific pedagogical needs. The book will help each instructor who uses the text to develop a unique course by making choices about their course design based on student learning needs for their chosen topic and discipline. Every component of the workbook has been piloted with faculty designing and implementing blended courses and then revised to better meet the needs of faculty across a range of comfort levels with technology use.

The Blended Course Design Workbook includes detailed instructions for each stage of course design alongside specific activities that the reader can complete. The book is unique because it facilitates a step-by-step process for blended course design with specific templates and tools that can be used across disciplines.

Additional resources and handouts are posted on the book page as well as the author website,

Table of Contents:
Tables, Figures, and Boxes
Introduction: Why Blended, Why Now?

1) Fundamentals of Blended Teaching and Learning
2) Writing Course Goals and Learning Objectives-- With Danny Fontaine
3) Assessing Student Learning in Your Blended Course
4) Online Assessment Tools-- With Linda Bruenjes
5) Designing Effective Learning Activities
6) Mapping Your Blended Course
7) Getting to Know Your Learning Management System-- With Sarah Smith
8) Creating Social Presence in Your Blended Course-- With Victoria Wallace
9) Finding Resources Online
10) Creating Multimedia Resources
11) Mobile Devices, Apps, and Social Media--With Victoria Wallace
12) The Blended Course Syllabus
13) Preparing Your Students for Success

Conclusion: Getting Ready to Launch
About the Contributors

Related titles:
Reviews & Endorsements:
The Blended Course Design Workbook brings together the best practices in online learning and residential teaching in a single concise volume and provides a wealth of resources, checklists, and step-by-step instructions essential for the development and teaching of cutting-edge college courses.”
- Joshua Kim, Director of Digital Learning Initiatives , Dartmouth Center for the Advancement of Learning (DCAL)
The Blended Course Design Workbook: A Practical Guide is a very useful guide for instructors transitioning from traditional to blended delivery. Linder explains how to write course goals and objectives, how to assess students online, and how to design effective learning activities. She also explains how to use technology to support learning, how to access suitable online resources, how to organize blended courses, and how to support online learners.

I find the step-by-step guides, templates, and checklists to be very useful, particularly as they build on one another. In addition, Linder’s references to theories and principles at the start of each chapter give instructors a sound footing on which to design their blended courses. The book’s tone is encouraging, which makes for an easy read.”
- Technical Communication